Tips To Effective Teaching Of English
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International House-Jeddah Language Center
Rachid Elalaoui
Getting to know“ ”you
Onion Cloud
Two things you don’t mind share with others (Sts Write in a slip of paper then discuss)
Two circles (T.picks up a topic then Sts talk about it.
Classroom Management
Lesson Planning Setting -Instructions Monitoring Feedback Setting and Closing of activities Management of Students Getting Student’s attention
Lesson Planning ?Who Stages
An
Interactio n/focus
For how ? What ?long Time procedur es
?Why Aim
analysis of the TL intended to be taught regarding Meaning, Form, Pronunciation and Appropriacy
Identifying
problems that you anticipate students may have with Meaning, Form and Pronunciation and, hence, suggesting solutions accordingly.
:Skills Listening
and reading (Receptive) Speaking and writing (productive) Sub skills: Prediction and Guessing
:What are the Stages to Reading
Comprehension Lesson Listening Based Lesson Pre-Teaching Vocabulary Language Based Lesson
The Perils of Teacher-centered lesson
Reading: A Receptive Skill –
Raise Student’s interest. Establish context. Get students personally involved in the topic.
HOW Prediction: of content, vocabulary, text type…. Get SS to predict from headlines, pictures, key words etc. Brainstorm topic for ideas and vocab
Why We learn more when we are personally involved in the topic, and when we are able to use our personal knowledge of world in lesson. We learn best that which is personally relevant to us.
1.
Read for gist or scan for specific information
How
Give task BEFORE the text. Tasks should be relevant to text type. Don't over tax other skills especially writing-so tick, circle. put pix in order, complete notes in chart etc.
Why
Students have a reason to read/listen for global/general understanding or limited key information. They focus NOT on what they don’t understand but on what they do. This gives them a more positive first experience of the text.
1.
Feedback/Task checking Students compare answers and then feedback (open class). Why To increase SS’ confidence. They will probably be more willing to give answers to the class as a whole.
Read for more information Again, SS MUST have task before they start reading again. it will focus on deeper understanding of content. 1.
Why
The more time we ”go into“ the text the more we go out of it. We want to give SS a chance to read/listen to the text again but with a different reason in order to develop further understanding. It also reflects strategies employed in L1.We hope SS to feel confident enough to become more independent in these skills in English.
Feedback Students compare answers and then feedback in open class.
Read more intensively for further details How This time you may focus on aspects of layout and organization ,e.g. in a letter. Or you may want to provide a practice guessing words from context. Or to extract structures from this natural context for Language work. 1.
1. 2.
Feedback Follow up tasks to receptive skills work.
It would almost certainly involve productive skills: Speaking or Writing-a natural follow up to the topic, e.g. a discussion, a role- play ,a letter to the editor etc… ? What are theStages
Stages in a Language-Focused
Establish Context/Topic. If using a text: Sts read (or listen to) text:
:Sts read or listen to) text For gist For detail For even more detail the same procedures as in skills lesson.…
i.e. for a nonlinguistic reason!!!
1.
3.
5.
Focus students on Target language (TL) If from text :isolate examples of TL from text and: Establish/identify Meaning of TL (e.g. if TL is a tense, use timelines!) Focus students on Form of TL (e.g. put a model sentence on board and elicit form)
2.
Controlled (restricted) practice of TL( e.g. gap fills,…)
4.
Free (r) Practice
When to focus on Pronunciation :…when/as it becomes relevant, any time after clarifying Meaning of TL (otherwise students are repeating things that are meaningless …and do remember to also address Appropriacy (register, level of formality/informality…)as if relevant.
Teaching Vocabulary
Four aspects must be taken into consideration: Meaning (To convey meaning: try to elicit meaning from Sts. Via situations Checking understanding Pronunciation Model- drill –choral then individual -----------(to listen if it is pronounced correctly: Stress position Written form on WB. ?What are the stages Form :verb, noun, Appropriacy : register , formal or informal ,slang
Rachid Elalaoui
Getting to know“ ”you
Onion Cloud
Two things you don’t mind share with others (Sts Write in a slip of paper then discuss)
Two circles (T.picks up a topic then Sts talk about it.
Classroom Management
Lesson Planning Setting -Instructions Monitoring Feedback Setting and Closing of activities Management of Students Getting Student’s attention
Lesson Planning ?Who Stages
An
Interactio n/focus
For how ? What ?long Time procedur es
?Why Aim
analysis of the TL intended to be taught regarding Meaning, Form, Pronunciation and Appropriacy
Identifying
problems that you anticipate students may have with Meaning, Form and Pronunciation and, hence, suggesting solutions accordingly.
:Skills Listening
and reading (Receptive) Speaking and writing (productive) Sub skills: Prediction and Guessing
:What are the Stages to Reading
Comprehension Lesson Listening Based Lesson Pre-Teaching Vocabulary Language Based Lesson
The Perils of Teacher-centered lesson
Reading: A Receptive Skill –
Raise Student’s interest. Establish context. Get students personally involved in the topic.
HOW Prediction: of content, vocabulary, text type…. Get SS to predict from headlines, pictures, key words etc. Brainstorm topic for ideas and vocab
Why We learn more when we are personally involved in the topic, and when we are able to use our personal knowledge of world in lesson. We learn best that which is personally relevant to us.
1.
Read for gist or scan for specific information
How
Give task BEFORE the text. Tasks should be relevant to text type. Don't over tax other skills especially writing-so tick, circle. put pix in order, complete notes in chart etc.
Why
Students have a reason to read/listen for global/general understanding or limited key information. They focus NOT on what they don’t understand but on what they do. This gives them a more positive first experience of the text.
1.
Feedback/Task checking Students compare answers and then feedback (open class). Why To increase SS’ confidence. They will probably be more willing to give answers to the class as a whole.
Read for more information Again, SS MUST have task before they start reading again. it will focus on deeper understanding of content. 1.
Why
The more time we ”go into“ the text the more we go out of it. We want to give SS a chance to read/listen to the text again but with a different reason in order to develop further understanding. It also reflects strategies employed in L1.We hope SS to feel confident enough to become more independent in these skills in English.
Feedback Students compare answers and then feedback in open class.
Read more intensively for further details How This time you may focus on aspects of layout and organization ,e.g. in a letter. Or you may want to provide a practice guessing words from context. Or to extract structures from this natural context for Language work. 1.
1. 2.
Feedback Follow up tasks to receptive skills work.
It would almost certainly involve productive skills: Speaking or Writing-a natural follow up to the topic, e.g. a discussion, a role- play ,a letter to the editor etc… ? What are theStages
Stages in a Language-Focused
Establish Context/Topic. If using a text: Sts read (or listen to) text:
:Sts read or listen to) text For gist For detail For even more detail the same procedures as in skills lesson.…
i.e. for a nonlinguistic reason!!!
1.
3.
5.
Focus students on Target language (TL) If from text :isolate examples of TL from text and: Establish/identify Meaning of TL (e.g. if TL is a tense, use timelines!) Focus students on Form of TL (e.g. put a model sentence on board and elicit form)
2.
Controlled (restricted) practice of TL( e.g. gap fills,…)
4.
Free (r) Practice
When to focus on Pronunciation :…when/as it becomes relevant, any time after clarifying Meaning of TL (otherwise students are repeating things that are meaningless …and do remember to also address Appropriacy (register, level of formality/informality…)as if relevant.
Teaching Vocabulary
Four aspects must be taken into consideration: Meaning (To convey meaning: try to elicit meaning from Sts. Via situations Checking understanding Pronunciation Model- drill –choral then individual -----------(to listen if it is pronounced correctly: Stress position Written form on WB. ?What are the stages Form :verb, noun, Appropriacy : register , formal or informal ,slang
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